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A checklist for a MOOC activist

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In spite of the fast development of eLearning and distance learning in our countries (Romania and Bulgaria), the MOOC (Massive Open Online Courses) phenomenon is not popular enough among educational actors: teachers, researchers, students, lifelong learners or policy makers. More specifically MOOCs are not integrated in the area of higher education at curriculum level. While in Bulgaria there is no research that can confirm or reject the important role of MOOCs for introduction of new reforms, for needs of scientific explorations and for implementation of innovative solutions in university settings, in Romania the situation is a bit different: there are some initiatives related to Open Education (Open Educational Resources - OER, Open Educational Practices - OEP) and Massive Open Online Courses, like those developed by University Politehnica Timisoara in the last two years. But in both countries, at this moment there are no clear answers to questions like: Will universities accept the idea of a Massive Online OPEN Courses? Who are the target groups? Should existing platforms be used or should a new one be created? How do government authorities see the role of Massive Open Online Courses in support of university education? Will MOOCs projects be started?In this context, the paper presents the authors’ learning experience as Massive Open Online Courses activists. We have tried to map / identify which design approaches suit us both at individual and institutional level, by proposing a step-by-step approach that we called the „P-OOC (Personal Overview of Online Competencies) Checklist” of a MOOC activist.

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A checklist for a MOOC activist

  1. 1. A CHECKLIST FOR A MOOC ACTIVIST Gabriela GROSSECK Carmen HOLOTESCU Ramona BRAN Malinka IVANOVA 11th International Conference on eLearning and Software in Education Bucharest 23-24 April 2015 eLSE2015
  2. 2. 1. carry out a serious analysis of the ways in which MOOCs can be integrated in blended university courses 2. evaluate own competences and knowledge in using MOOCs THE ACTIVIST’S APPROACH EVERYperson who wants to run a MOOC SHOULD (after the exploratory stage)
  3. 3. So who is a MOOC activist and what does he/she do? • participates in MOOCs as a continuous learner • integrates MOOCs in own courses • encourages peers and students to enroll in MOOCs • organizes academic events about specific MOOCs • adapts contexts from other MOOCs • is a MOOC curator • acts as an informed advocate
  4. 4. HOW difficult is it to start a MOOC … therefore …
  5. 5. MOOCs LANDSCAPE •quality in education •needs of society and labor markets •adaptation to globalization •Europe’s position as world leader in education •access to higher education •valorization of new technologies European challenges
  6. 6. http://www.openuped.eu/ http://home.eadtu.eu/ Higher Education Online: MOOCs the European way Fostering international Higher Education collaboration though ICT and open education http://www.menon.org/projects/emundus The European Multiple MOOC Aggregator http://platform.europeanmoocs.eu http://mooc.efquel.org/ http://home.eadtu.eu/ The European Association of Distance Teaching Universities European Foundation for Quality in e-Learning
  7. 7. NATIONAL LANDSCAPE • Developing MOOCs • Integrating MOOCs in blended academic courses • Organizing scientific events • Publishing studies Romania Bulgaria • Hand-on ICT Project
  8. 8. There is NO basic model
  9. 9. Upsets •not certified yet •overcrowded class •low rate of graduation •staying motivated •the absence of real human interaction •a fallible grading system
  10. 10. Liberalization & Opening of Education WHAT IS THE IMPACT OF DEVELOPING A MOOC?
  11. 11. ‘How to plan and run a MOOC in 9 easy steps’ 1. pick your topic and audience 2. find someone to teach/collaborate with 3. determine content 4. plan spaces 5. plan interactions 6. plan your continued presence 7. promote learner creation and activities 8. get the word out; promote and share 9. iterate and improve http://www.slideshare.net/gsiemens/designing-and-running-a-mooc George SIEMENS
  12. 12. Personal Overview of Online Competencies POOC Checklist
  13. 13. Purpose Pick an area of knowledge People Persuasion Possibilities & Perspectives Pedagogy Plan: → spaces of interaction → peer-interaction → continued presence Platforms Price Partners Profitable Positioning Packaging Peer: →Feedback →Evaluation →EnhancementProcessing data Promotion and sharing Production and maintenance POINTS for further consideration: • following the Perestroika effect • avoiding the Pandora Box effect https://www.researchgate.net/publication/274854292_A_CHECKLIST_FOR_A_MOOC_ACTIVIST
  14. 14. Thank you for your attention! The images belong to the authors Gabriela Grosseck1, Carmen Holotescu2, Ramona Bran1, Malinka Ivanova3 1West University of Timisoara; 2University PolitehnicaTimisoara, Romania; 3Technical University of Sofia, Bulgaria gabriela.grosseck@e-uvt.ro, carmen.holotescu@upt.ro,ramona.bran@e-uvt.ro, m_ivanova@tu-sofia.bg

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